Today’s lesson serves as a review, both for the upcoming quiz as well as for generall comprehension of the unit. Not only will I be able to better gauge student understanding, but students will be given a chance to practice a bit for the end of unit test. During the lesson we will use a simple team approach to the game, allowing for both teacher and student explanations fo answers and keeping students interested do to the competitive nature
Opportunities to Learn:
Depth of Knowledge
Today’s Questions will be from DOK, 1, 2, and 3, that is some questions will ask for simple recall of terms, others will need brief observations, and some still will required deeper thought and interpretation
Prerequisite Knowledge
As a planned review it is my hope and goal that the students will bring all of the knowledge and understanding of the concepts we have talked about to the game. Additionally I hope they bring a wealth of varied background knowledge which may help them in formulating responses to the more difficult questions
Plans for Differentiating Instruction
The game will be in a team format, but there will be a single person and a group work component. I will be selecting which question each group gets and due to this I can vary the difficulty appropriately.
Accommodations and modifications
Teacher made teams to be heterogeneous as much as possible
Environmental factors
The tables will be pushed into two distinct teams in the morning, fostering collaboration when necessary.
Materials
Question cards
Objectives:
• Students will work collaboratively top formulate responses to more difficult questions (DOK 2 and 3)• Students will become more aware of there own understanding
• Students will recognize that a force is a push or pull
• Students will reason that magnets exert forces.
Instruction:
Opening:
As students enter the room I will tell them to find their seats based on the names on the board (there will be a list of names on the board of who is what team, as well as a number next to there name, pairing students on different teams based roughly on ability so that the questions are similar levels at similar times), and I won’t tell them why. The days overall question will be written on the board So you think you can talk magnets? I will maintain that students are silent as they enter to maintain a bit of intrigue and perhaps anxiety (which will certainly wear off after the first period tells all of the other periods but….)
Engagement:
Once students are seated quietly, and hopefully a bit confused about how the day is going to work out, I will take a few minutes to talk to them about the content. Something along the lines of – take a look behind you, that KWL chart says that we have learned a lot about magnets so far. I want to see if we all really know what’s on that chart. Today we are going to do an activity to check your understanding. Somebody tell me a good way to study? What do you do to prepare for a test?
Hopefully a brief discussion ensues with the end result being a chance to explain the importance of students self checking their own understanding. Then I will explain the rules.
we are going to play a game and the winner will get 5 points extra credit on the next quiz. For the first half you will follow your batting order, the number next to your name on the board. Each person will have to answer there question independently, for the second half I will ask the team a question, which you can talk about and answer as a team. The first half is worth 1 point each and the second is worth 2 points. If you get it right, you get a point, if you get it wrong it goes to the other team, and they get a chance at your question and their own. Whoever has the most point’s wins. The questions will be about what we have learned so far, and some of the team questions are going to be tricky. Be sure to pay attention even when the other team is answering, we are going to have a quiz in two days, and you might see some similar questions. You may even want to write down or make note of what you don’t know so you can stay after before the quiz to go over it.
Closure:
Today’s class will end with the winner and a reminder about the upcoming quiz. I will hand out notes to all of the students. For homework I want them to find one thing they don’t understand in there notes and bring that thought to class tomorrow.
Assessment:
Today’s class will end with the winner and a reminder about the upcoming quiz. I will hand out notes to all of the students. For homework I want them to find one thing they don’t understand in there notes and bring that thought to class tomorrow
Lesson Plan
Lesson Title:
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
Today’s lesson serves as a review, both for the upcoming quiz as well as for generall comprehension of the unit. Not only will I be able to better gauge student understanding, but students will be given a chance to practice a bit for the end of unit test. During the lesson we will use a simple team approach to the game, allowing for both teacher and student explanations fo answers and keeping students interested do to the competitive natureOpportunities to Learn:
Depth of Knowledge
Today’s Questions will be from DOK, 1, 2, and 3, that is some questions will ask for simple recall of terms, others will need brief observations, and some still will required deeper thought and interpretationPrerequisite Knowledge
As a planned review it is my hope and goal that the students will bring all of the knowledge and understanding of the concepts we have talked about to the game. Additionally I hope they bring a wealth of varied background knowledge which may help them in formulating responses to the more difficult questionsPlans for Differentiating Instruction
The game will be in a team format, but there will be a single person and a group work component. I will be selecting which question each group gets and due to this I can vary the difficulty appropriately.Accommodations and modifications
Teacher made teams to be heterogeneous as much as possibleEnvironmental factors
The tables will be pushed into two distinct teams in the morning, fostering collaboration when necessary.Materials
Question cardsObjectives:
• Students will work collaboratively top formulate responses to more difficult questions (DOK 2 and 3)• Students will become more aware of there own understanding• Students will recognize that a force is a push or pull
• Students will reason that magnets exert forces.
Instruction:
Opening:
As students enter the room I will tell them to find their seats based on the names on the board (there will be a list of names on the board of who is what team, as well as a number next to there name, pairing students on different teams based roughly on ability so that the questions are similar levels at similar times), and I won’t tell them why. The days overall question will be written on the board So you think you can talk magnets? I will maintain that students are silent as they enter to maintain a bit of intrigue and perhaps anxiety (which will certainly wear off after the first period tells all of the other periods but….)Engagement:
Once students are seated quietly, and hopefully a bit confused about how the day is going to work out, I will take a few minutes to talk to them about the content. Something along the lines of – take a look behind you, that KWL chart says that we have learned a lot about magnets so far. I want to see if we all really know what’s on that chart. Today we are going to do an activity to check your understanding. Somebody tell me a good way to study? What do you do to prepare for a test?Hopefully a brief discussion ensues with the end result being a chance to explain the importance of students self checking their own understanding. Then I will explain the rules.
we are going to play a game and the winner will get 5 points extra credit on the next quiz. For the first half you will follow your batting order, the number next to your name on the board. Each person will have to answer there question independently, for the second half I will ask the team a question, which you can talk about and answer as a team. The first half is worth 1 point each and the second is worth 2 points. If you get it right, you get a point, if you get it wrong it goes to the other team, and they get a chance at your question and their own. Whoever has the most point’s wins. The questions will be about what we have learned so far, and some of the team questions are going to be tricky. Be sure to pay attention even when the other team is answering, we are going to have a quiz in two days, and you might see some similar questions. You may even want to write down or make note of what you don’t know so you can stay after before the quiz to go over it.
Closure:
Today’s class will end with the winner and a reminder about the upcoming quiz. I will hand out notes to all of the students. For homework I want them to find one thing they don’t understand in there notes and bring that thought to class tomorrow.Assessment:
Today’s class will end with the winner and a reminder about the upcoming quiz. I will hand out notes to all of the students. For homework I want them to find one thing they don’t understand in there notes and bring that thought to class tomorrowReflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: